Enseigner les habiletés sociales. Niveau de développement 6-12 ans / Mehdi LIRATNI

Public ISBD Titre : Enseigner les habiletés sociales. Niveau de développement 6-12 ans : Avec la méthode GACS ; autisme et/ou déficience intellectuelle de l'enfance à l'âge adulte Type de document : texte imprimé Auteurs : Mehdi LIRATNI, Auteur ; Catherine BLANCHET, Auteur ; Sandrine SONIE, Préfacier, etc. Editeur : Paris [France] : Dunod Année de publication : 2025 Collection : Les Ateliers du praticien, ISSN 2268-0896 Importance : 207 p. Format : 19,0 cm × 24,0 cm × 1,1 cm ISBN/ISSN/EAN : 978-2-10-087456-9 Note générale : Bibliogr. Langues : Français (fre) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : De bonnes habiletés sociales et communicatives sont un atout majeur pour que les adolescents puissent s'épanouir dans leur vie socio-affective (scolarité, préprofessionnalisation, amitiés, relations amoureuses…). Recommandé par la Haute Autorité de Santé et plébiscité par les parents et professionnels, l'entraînement aux habiletés sociales peut s'adresser à différents publics, avec ou sans difficultés neurodéveloppementales ou comportementales. Ces interventions sont souvent appréciées des aidants et des adolescents car elles se basent sur le plaisir partagé, la valorisation et sur la clarté des objectifs et du déroulement des séances.La plupart des programmes présentent cependant souvent les mêmes limitations : aspect trop théorique de certaines leçons et transposition difficile dans la vie quotidienne de ce qui a été appris en séance. C'est dans cette volonté de réduire ces limites que le programme GACS (Groupe d'Apprentissage à la Communication et à la Socialisation) a été élaboré. Tout en proposant une acquisition de connaissances sur la vie socio-affective, le GACS se démarque des autres programmes en travaillant les comportements sociaux en temps réel, dans des situations et des exigences de la vie quotidienne : discussions entre pairs, activités et sorties, tâches d'autonomie à réaliser au domicile…Pour atteindre ces objectifs, le GACS propose une approche scientifique des apprentissages qui se fonde sur une pédagogie comportementale (inspirée de l'ABA) et ergonomique (inspirée du TEACCH) pour faciliter les acquisitions et les maintenir en autonomie. Le manuel propose un programme clé en main, séance par séance, ainsi que des fiches et des méthodes d'animation de groupe. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=577 Enseigner les habiletés sociales. Niveau de développement 6-12 ans : Avec la méthode GACS ; autisme et/ou déficience intellectuelle de l'enfance à l'âge adulte [texte imprimé] / Mehdi LIRATNI, Auteur ; Catherine BLANCHET, Auteur ; Sandrine SONIE, Préfacier, etc. . - Paris [France] : Dunod, 2025 . - 207 p. ; 19,0 cm × 24,0 cm × 1,1 cm. - (Les Ateliers du praticien, ISSN 2268-0896) . ISBN : 978-2-10-087456-9 Bibliogr. Langues : Français (fre) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : De bonnes habiletés sociales et communicatives sont un atout majeur pour que les adolescents puissent s'épanouir dans leur vie socio-affective (scolarité, préprofessionnalisation, amitiés, relations amoureuses…). Recommandé par la Haute Autorité de Santé et plébiscité par les parents et professionnels, l'entraînement aux habiletés sociales peut s'adresser à différents publics, avec ou sans difficultés neurodéveloppementales ou comportementales. Ces interventions sont souvent appréciées des aidants et des adolescents car elles se basent sur le plaisir partagé, la valorisation et sur la clarté des objectifs et du déroulement des séances.La plupart des programmes présentent cependant souvent les mêmes limitations : aspect trop théorique de certaines leçons et transposition difficile dans la vie quotidienne de ce qui a été appris en séance. C'est dans cette volonté de réduire ces limites que le programme GACS (Groupe d'Apprentissage à la Communication et à la Socialisation) a été élaboré. Tout en proposant une acquisition de connaissances sur la vie socio-affective, le GACS se démarque des autres programmes en travaillant les comportements sociaux en temps réel, dans des situations et des exigences de la vie quotidienne : discussions entre pairs, activités et sorties, tâches d'autonomie à réaliser au domicile…Pour atteindre ces objectifs, le GACS propose une approche scientifique des apprentissages qui se fonde sur une pédagogie comportementale (inspirée de l'ABA) et ergonomique (inspirée du TEACCH) pour faciliter les acquisitions et les maintenir en autonomie. Le manuel propose un programme clé en main, séance par séance, ainsi que des fiches et des méthodes d'animation de groupe. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=577

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0008101	HAB-A LIR	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	HAB - Habiletés Sociales	Disponible

Adaptive trajectories and early risk factors in the autism spectrum: A 15-year prospective study / Amaria BAGHDADLI in Autism Research, 11-11 (November 2018)  

Public ISBD [article]  inAutism Research > 11-11 (November 2018) . - p.1455-1467 Titre : Adaptive trajectories and early risk factors in the autism spectrum: A 15-year prospective study Type de document : texte imprimé Auteurs : Amaria BAGHDADLI, Auteur ; Cécile MICHELON, Auteur ; Eric PERNON, Auteur ; Marie-Christine PICOT, Auteur ; Stéphanie MIOT, Auteur ; Sandrine SONIE, Auteur ; Cécile RATTAZ, Auteur ; Laurent MOTTRON, Auteur Article en page(s) : p.1455-1467 Langues : Anglais (eng) Mots-clés : adaptative level  autism spectrum  developmental trajectories  early adulthood Index. décimale : PER Périodiques Résumé : Little is known about long-term outcomes. We investigate the adaptive trajectories and their risk factors in ASD. Data were obtained from 281 children prospectively followed untill adulthood. The final sample consisted of 106 individuals. Vineland scores were collected at baseline (T1), 3 (T2), 10 (T3), and 15 (T4) years later. A group-based method was used to identify homogeneous patterns of adaptive skills trajectories. Results show that among the children initially categorized as autistic, 82.6% remained over the ADOS diagnostic threshold, 11.9% converted to atypical autism, and 5.4% fell under the ADOS threshold. Most atypical autism diagnoses were unstable. Most (81.7%) autistic participants had an ID at inclusion. At T1, 59.3% were nonverbal, but only 39% at T4. Most changes occurred between 4 and 8 years of age. Approximately 25% of participants exhibited a "high" growth trajectory, in which progress continues throughout adolescence, and 75% a "low" growth trajectory, characterized by greater autistic symptoms, intellectual disability, and lower language abilities reflected by high CARS scores, low apparent DQ, and speech difficulties, which mostly, but not always, predicted low trajectories. Our findings suggest that the adaptive prognosis of autism is mostly poor in this cohort, biased toward intellectual disability. However, changes in diagnostic, speech, and adaptive status are not uncommon, even for indivduals with low measured intelligence or apparent intellectual disability, and are sometimes difficult to predict. Autism Research 2018, 11: 1455-1467. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Most autism diagnoses given before 5 years of age are stable to adulthood, but one-fifth of individuals are no longer considered to be autistic, even in a cohort biased toward apparent intellectual disability. Conversely, atypical autism diagnoses are mostly unstable. One-third of children who are nonverbal at 5 years are verbal within 15 years, mostly before 8 years of age. Concerning adaptive behavior outcomes, only one-fourth of children exhibit a high-growth trajectory through at least 15 years. En ligne : http://dx.doi.org/10.1002/aur.2022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Adaptive trajectories and early risk factors in the autism spectrum: A 15-year prospective study [texte imprimé] / Amaria BAGHDADLI, Auteur ; Cécile MICHELON, Auteur ; Eric PERNON, Auteur ; Marie-Christine PICOT, Auteur ; Stéphanie MIOT, Auteur ; Sandrine SONIE, Auteur ; Cécile RATTAZ, Auteur ; Laurent MOTTRON, Auteur . - p.1455-1467. Langues : Anglais (eng) in Autism Research > 11-11 (November 2018) . - p.1455-1467 Mots-clés : adaptative level  autism spectrum  developmental trajectories  early adulthood Index. décimale : PER Périodiques Résumé : Little is known about long-term outcomes. We investigate the adaptive trajectories and their risk factors in ASD. Data were obtained from 281 children prospectively followed untill adulthood. The final sample consisted of 106 individuals. Vineland scores were collected at baseline (T1), 3 (T2), 10 (T3), and 15 (T4) years later. A group-based method was used to identify homogeneous patterns of adaptive skills trajectories. Results show that among the children initially categorized as autistic, 82.6% remained over the ADOS diagnostic threshold, 11.9% converted to atypical autism, and 5.4% fell under the ADOS threshold. Most atypical autism diagnoses were unstable. Most (81.7%) autistic participants had an ID at inclusion. At T1, 59.3% were nonverbal, but only 39% at T4. Most changes occurred between 4 and 8 years of age. Approximately 25% of participants exhibited a "high" growth trajectory, in which progress continues throughout adolescence, and 75% a "low" growth trajectory, characterized by greater autistic symptoms, intellectual disability, and lower language abilities reflected by high CARS scores, low apparent DQ, and speech difficulties, which mostly, but not always, predicted low trajectories. Our findings suggest that the adaptive prognosis of autism is mostly poor in this cohort, biased toward intellectual disability. However, changes in diagnostic, speech, and adaptive status are not uncommon, even for indivduals with low measured intelligence or apparent intellectual disability, and are sometimes difficult to predict. Autism Research 2018, 11: 1455-1467. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Most autism diagnoses given before 5 years of age are stable to adulthood, but one-fifth of individuals are no longer considered to be autistic, even in a cohort biased toward apparent intellectual disability. Conversely, atypical autism diagnoses are mostly unstable. One-third of children who are nonverbal at 5 years are verbal within 15 years, mostly before 8 years of age. Concerning adaptive behavior outcomes, only one-fourth of children exhibit a high-growth trajectory through at least 15 years. En ligne : http://dx.doi.org/10.1002/aur.2022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Adults with Autism Tend to Undermine the Hidden Environmental Structure: Evidence from a Visual Associative Learning Task / Laurie-Anne SAPEY-TRIOMPHE in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3061-3074 Titre : Adults with Autism Tend to Undermine the Hidden Environmental Structure: Evidence from a Visual Associative Learning Task Type de document : texte imprimé Auteurs : Laurie-Anne SAPEY-TRIOMPHE, Auteur ; Sandrine SONIE, Auteur ; M.A. HENAFF, Auteur ; Jérémie MATTOUT, Auteur ; Christina SCHMITZ, Auteur Article en page(s) : p.3061-3074 Langues : Anglais (eng) Mots-clés : Autism  Categorization  Learning  Local and global processing  Perception Index. décimale : PER Périodiques Résumé : The learning-style theory of Autism Spectrum Disorders (ASD) (Qian, Lipkin, Frontiers in Human Neuroscience 5:77, 2011) states that ASD individuals differ from neurotypics in the way they learn and store information about the environment and its structure. ASD would rather adopt a lookup-table strategy (LUT: memorizing each experience), while neurotypics would favor an interpolation style (INT: extracting regularities to generalize). In a series of visual behavioral tasks, we tested this hypothesis in 20 neurotypical and 20 ASD adults. ASD participants had difficulties using the INT style when instructions were hidden but not when instructions were revealed. Rather than an inability to use rules, ASD would be characterized by a disinclination to generalize and infer such rules. En ligne : http://dx.doi.org/10.1007/s10803-018-3574-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Adults with Autism Tend to Undermine the Hidden Environmental Structure: Evidence from a Visual Associative Learning Task [texte imprimé] / Laurie-Anne SAPEY-TRIOMPHE, Auteur ; Sandrine SONIE, Auteur ; M.A. HENAFF, Auteur ; Jérémie MATTOUT, Auteur ; Christina SCHMITZ, Auteur . - p.3061-3074. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3061-3074 Mots-clés : Autism  Categorization  Learning  Local and global processing  Perception Index. décimale : PER Périodiques Résumé : The learning-style theory of Autism Spectrum Disorders (ASD) (Qian, Lipkin, Frontiers in Human Neuroscience 5:77, 2011) states that ASD individuals differ from neurotypics in the way they learn and store information about the environment and its structure. ASD would rather adopt a lookup-table strategy (LUT: memorizing each experience), while neurotypics would favor an interpolation style (INT: extracting regularities to generalize). In a series of visual behavioral tasks, we tested this hypothesis in 20 neurotypical and 20 ASD adults. ASD participants had difficulties using the INT style when instructions were hidden but not when instructions were revealed. Rather than an inability to use rules, ASD would be characterized by a disinclination to generalize and infer such rules. En ligne : http://dx.doi.org/10.1007/s10803-018-3574-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Decision-Making in a Changing World: A Study in Autism Spectrum Disorders / S. ROBIC in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1603-1613 Titre : Decision-Making in a Changing World: A Study in Autism Spectrum Disorders Type de document : texte imprimé Auteurs : S. ROBIC, Auteur ; Sandrine SONIE, Auteur ; P. FONLUPT, Auteur ; M.A. HENAFF, Auteur ; Nathalie TOUIL, Auteur ; G. CORICELLI, Auteur ; Jérémie MATTOUT, Auteur ; Christina SCHMITZ, Auteur Article en page(s) : p.1603-1613 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Social  Instability  Decision-making Index. décimale : PER Périodiques Résumé : To learn to deal with the unexpected is essential to adaptation to a social, therefore often unpredictable environment. Fourteen adults with autism spectrum disorders (ASD) and 15 controls underwent a decision-making task aimed at investigating the influence of either a social or a non-social environment, and its interaction with either a stable (with constant probabilities) or an unstable (with changing probabilities) context on their performance. Participants with ASD presented with difficulties in accessing underlying statistical rules in an unstable context, a deficit especially enhanced in the social environment. These results point out that the difficulties people with ASD encounter in their social life might be caused by impaired social cues processing and by the unpredictability associated with the social world. En ligne : http://dx.doi.org/10.1007/s10803-014-2311-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Decision-Making in a Changing World: A Study in Autism Spectrum Disorders [texte imprimé] / S. ROBIC, Auteur ; Sandrine SONIE, Auteur ; P. FONLUPT, Auteur ; M.A. HENAFF, Auteur ; Nathalie TOUIL, Auteur ; G. CORICELLI, Auteur ; Jérémie MATTOUT, Auteur ; Christina SCHMITZ, Auteur . - p.1603-1613. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1603-1613 Mots-clés : Autism spectrum disorders  Social  Instability  Decision-making Index. décimale : PER Périodiques Résumé : To learn to deal with the unexpected is essential to adaptation to a social, therefore often unpredictable environment. Fourteen adults with autism spectrum disorders (ASD) and 15 controls underwent a decision-making task aimed at investigating the influence of either a social or a non-social environment, and its interaction with either a stable (with constant probabilities) or an unstable (with changing probabilities) context on their performance. Participants with ASD presented with difficulties in accessing underlying statistical rules in an unstable context, a deficit especially enhanced in the social environment. These results point out that the difficulties people with ASD encounter in their social life might be caused by impaired social cues processing and by the unpredictability associated with the social world. En ligne : http://dx.doi.org/10.1007/s10803-014-2311-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Developmental Trajectories of Adaptive Behaviors from Early Childhood to Adolescence in a Cohort of 152 Children with Autism Spectrum Disorders / Amaria BAGHDADLI in Journal of Autism and Developmental Disorders, 42-7 (July 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1314-1325 Titre : Developmental Trajectories of Adaptive Behaviors from Early Childhood to Adolescence in a Cohort of 152 Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Amaria BAGHDADLI, Auteur ; Brigitte ASSOULINE, Auteur ; Sandrine SONIE, Auteur ; Eric PERNON, Auteur ; Céline DARROU, Auteur ; Cécile MICHELON, Auteur ; Marie-Christine PICOT, Auteur ; Charles AUSSILLOUX, Auteur ; René PRY, Auteur Année de publication : 2012 Article en page(s) : p.1314-1325 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Developmental trajectory  Adaptive behaviors  Cohort Index. décimale : PER Périodiques Résumé : This study examines change in 152 children over an almost 10-year period (T1: 4.9 (±1.3) years; T2: 8.1 (±1.3) years; T3: 15(±1.6) years) using a group-based, semi-parametric method in order to identify distinct developmental trajectories. Important deficits remain at adolescence in the adaptive abilities of children with Autism spectrum disorders, but changes in adaptive skills show two distinct growth rates. The univariate analysis reveals that low growth trajectories for both social and communication outcome are associated with the following characteristics at age 5: low cognitive and language skills, presence of epilepsy, and severity of autism. The multivariate analysis confirms that risk factors at age 5, were low language and severity of autism for both social and communication outcomes 10 years later, and that hours of early intervention was protective factor for communication. En ligne : http://dx.doi.org/10.1007/s10803-011-1357-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Developmental Trajectories of Adaptive Behaviors from Early Childhood to Adolescence in a Cohort of 152 Children with Autism Spectrum Disorders [texte imprimé] / Amaria BAGHDADLI, Auteur ; Brigitte ASSOULINE, Auteur ; Sandrine SONIE, Auteur ; Eric PERNON, Auteur ; Céline DARROU, Auteur ; Cécile MICHELON, Auteur ; Marie-Christine PICOT, Auteur ; Charles AUSSILLOUX, Auteur ; René PRY, Auteur . - 2012 . - p.1314-1325. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1314-1325 Mots-clés : Autism spectrum disorders  Developmental trajectory  Adaptive behaviors  Cohort Index. décimale : PER Périodiques Résumé : This study examines change in 152 children over an almost 10-year period (T1: 4.9 (±1.3) years; T2: 8.1 (±1.3) years; T3: 15(±1.6) years) using a group-based, semi-parametric method in order to identify distinct developmental trajectories. Important deficits remain at adolescence in the adaptive abilities of children with Autism spectrum disorders, but changes in adaptive skills show two distinct growth rates. The univariate analysis reveals that low growth trajectories for both social and communication outcome are associated with the following characteristics at age 5: low cognitive and language skills, presence of epilepsy, and severity of autism. The multivariate analysis confirms that risk factors at age 5, were low language and severity of autism for both social and communication outcomes 10 years later, and that hours of early intervention was protective factor for communication. En ligne : http://dx.doi.org/10.1007/s10803-011-1357-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Dyadic Effect of Coping on the Perceived Impact of ASD of Children on Parental Quality of Life: Report from the ELENA Cohort / Leïla BRILLET in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

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Enseigner les habiletés sociales aux enfants avec autisme avec la méthode GACS / Mehdi LIRATNI

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Etat des connaissances sur les troubles du spectre autistique (TSA) / Sandrine SONIE in Sésame, 186 (2e Trimestre 2013)

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Motor deficits in autism differ from that of developmental coordination disorder / Livio FINOS ; Salam BAHMAD ; Eric KOUN ; Romeo SALEMME ; Sandrine SONIE ; Pierre FOURNERET ; Christina SCHMITZ ; Alice ROY in Autism, 28-2 (February 2024)  

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Portrait :Dr sandrine Sonié / Sandrine SONIE in Lettre d'Autisme France (La), 77 (Février 2019)

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Tactile hypersensitivity and GABA concentration in the sensorimotor cortex of adults with autism / Laurie-Anne SAPEY-TRIOMPHE in Autism Research, 12-4 (April 2019)  

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The French Version of the Autism-Spectrum Quotient in Adolescents: A Cross-Cultural Validation Study / Sandrine SONIE in Journal of Autism and Developmental Disorders, 43-5 (May 2013)  

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The Glasgow Sensory Questionnaire: Validation of a French Language Version and Refinement of Sensory Profiles of People with High Autism-Spectrum Quotient / Laurie-Anne SAPEY-TRIOMPHE in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

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The language cognition interface in ASD: Complement sentences and false belief reasoning / Stephanie DURRLEMAN in Research in Autism Spectrum Disorders, 21 (January 2016)  

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Vineland-II / Sara S. SPARROW

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